Dyslexia Screening Assessment Kit

Dyslexia Screening Assessment
Grades 1 – 12
Students should be assessed on the following skills:

Reading Accuracy
Sight Word Efficiency
Phonemic Decoding Efficiency
Written Spelling
What assessment should I use for each skill?

Reading Accuracy
Use MASI-R Oral Reading Fluency Measures beginning on page 77 in Assessing
Reading Multiple Measures: For All Educators Working to Improve Reading
Achievement 2nd Edition.
Sight Word Efficiency

Use the San Diego Quick Assessment of Reading Ability beginning on page 68 in
Assessing Reading Multiple Measures: For All Educators Working to Improve Reading
Achievement 2nd Edition.
Phonemic Decoding Efficiency (Decoding Nonsense Words)

Use Core Phonics Survey beginning on page 45 in Assessing Reading Multiple Measures:
For All Educators Working to Improve Reading Achievement 2nd Edition.
Written Spelling
Use Words Their Way Spelling Inventory in Assessing Reading Multiple Measures: For
All Educators Working to Improve Reading Achievement 1st Edition. ***Included at the
end of this document
What assessment do I administer first?

The Reading Accuracy assessment should be administered first. Choose a passage from the
MASI-R Oral Reading Fluency Measures beginning on page 77 in Assessing Reading
Multiple Measures: For All Educators Working to Improve Reading Achievement 2nd
Edition. The passage should not be timed. However, the student should be allowed to read
for at least one minute. ***Remember this is reading accuracy not reading rate. If the
student reads with less than 92% accuracy, the dyslexia screener process should be
continued with assessments for sight word efficiency, phonemic decoding efficiency and
written spelling.
Dyslexia Screening Assessment
Grades 1 – 12
What will be my next steps?

If the student reads with less than 92% accuracy, the dyslexia screener process should be
continued with assessments for sight word efficiency, phonemic decoding efficiency and
written spelling.
1. Administer the San Diego Quick Assessment of Reading Ability beginning on page 68
in Assessing Reading Multiple Measures: For All Educators Working to Improve
Reading Achievement 2nd Edition. (This assessment measures sight word efficiency.)
2. Administer the Core Phonics Survey beginning on page 45 in Assessing Reading

Multiple Measures: For All Educators Working to Improve Reading Achievement 2nd
Edition. (This assessment measures phonemic decoding efficiency/decoding nonsense
words)
Please use the table below to determine the parts that should be given.
Fall Winter Spring
1st Grade Parts A, B, C, D & Parts A, B, C, D, E, Parts A, B, C, D, E,
E F, G, H, I, J & K F, G, H, I, J & K
2nd Grade Parts A, B, C, D, E, Parts A, B, C, D, E, Parts A, B, C, D, E,
F, G, H, I, J & K F, G, H, I, J & K F, G, H, I, J, K & L
3rd Grade-12th Grade Parts A - L Parts A - L Parts A - L
3. Administer the Words Their Way Spelling Inventory at the end of this document.
How do I score the assessments?

If the student scores intensive or frustration level on 3 of the 4 skills assessed the student should
be referred to the PST team for determination of needed interventions included dyslexia specific
interventions and accommodations.
The scoring guides in the book Reading Multiple Measures: For All Educators Working to
Improve Reading Achievement 2nd Edition should be used to determine the level scored on the
following assessments.
1. MASI-R Oral Reading Fluency Measures – page 77
2. San Diego Quick Assessment of Reading Ability- page 68
3. Core Phonics Survey – page 45
4. The scoring guide for each spelling assessment is located at the bottom of the spelling
assessment.
Tuscaloosa County School System
DYSLEXIA SCREENING AND NEEDS ASSESSMENT PROFILE
Grades 1 - 12
Student: Date of Birth: Grade:

School: Date of Screening:
Participants in Team Meeting:

Date of Team Meeting: Date Results/Plan Shared with Parents:
Tool Skill Assessed High Risk Moderate Risk Low Risk

Intensive/Frustration Strategic/Instructional Benchmark/Independent
Level Level Level
San Diego
Quick Sight Word Efficiency
Assessment
Core Phonemic Decoding
Phonics Efficiency
Inventory
Word Their Written Spelling

Way
Skill Assessed Frustration Reading Instructional Reading Independent Reading

Level <92% Level 92 – 98% Level 99- 100%
Grade Level
Passage
If the student’s scores are in the High Risk or Frustration Level column for three of the four screening indicators, the student should
be referred to the PST for determination of needed intervention services including dyslexia- specific intervention, accommodations,
and assistive technology as appropriate.
Evidence-Based Dyslexia- Specific Intervention
Name of Intervention Level Schedule Group Size
Dyslexia –Specific S.P.I.R.E.

Intervention
Accommodations:
Assistive Technology: (Name/describe app, extension, or software needed)

Text to Speech:
Speech to Text:
Dyslexia-Specific Classroom Strategies (Tier 1 or Tier 2 supports)

Dyslexia Screeners
Kindergarten
Students should be assessed on the following skills:

Letter Naming Fluency
Letter Sound Fluency
Phonemic Segmentation Fluency
Nonsense Word Fluency
What assessment should I use for each skill?

DIBELS Next
How do I score the assessments?

If the student scores intensive or frustration level on 3 of the 4 skills assessed the student should
be referred to the PST team for determination of needed interventions included dyslexia specific
interventions and accommodations.
DIBELS NEXT
Letter Naming Fluency – Use recommended goals
Letter Sound Fluency- Use Former Goals
Phonemic Segmentation Fluency Use Former Goals -
Nonsense Word Fluency- Use Former Goals
Tuscaloosa County School System
DYSLEXIA SCREENING AND NEEDS ASSESSMENT PROFILE
Kindergarten
Student: Date of Birth: Grade:

School: Date of Screening:
Participants in Team Meeting:

Date of Team Meeting: Date Results/Plan Shared with Parents:
Dyslexia- Specific Screening for students in kindergarten should not be conducted prior to December of the
kindergarten year (winter benchmark).
Well- Below Below At or Above

Tool Skill Assessed Benchmark Benchmark Benchmark
DIBELS Letter Naming Fluency
DIBELS Letter Sound Fluency
DIBELS Phoneme Segmentation

Fluency
DIBELS Nonsense Word Fluency
If the student’s scores are well-below benchmark for three of the four screening indicators, the student should
be referred to the PST for determination of needed intervention services including dyslexia- specific
intervention, accommodations, and assistive technology as appropriate.
Evidence-Based Dyslexia- Specific Intervention
Name of Intervention Level Schedule Group Size
Dyslexia –Specific S.P.I.R.E.

Intervention
Accommodations:
Assistive Technology: (Name/describe app, extension, or software needed)

Text to Speech:
Speech to Text:
Dyslexia-Specific Classroom Strategies (Tier 1 or Tier 2 supports)

Spelling Screener for 1st Grade
Administering Directions:
Ask students to number their paper from 1-9. Call out the first word. Have the students
repeat the word. Read the sentence containing the word aloud. Have students write the
word. Then go to the next word and repeat the process for all of the words.
1. sip I need a sip of water. sip

2. fun School is fun. fun
3. got I got to buy new shoes. got
4. van My mom drives a van. van
5. beg My dog can beg. beg
6. zap Lightning can zap a tree. zap
7. led Beth led the group to P.E. led
8. mud I like to play in the mud. mud
9. rob It is wrong to rob. rob
Scoring Directions:
Number Correct Level
7-9 Benchmark
4-6 Strategic
0-3 Intensive
.
Spelling Screener for 2nd Grade
1. bed I hopped out of bed this morning. bed

2. ship The ship sailed around the island. ship
3. drive I learned to drive a car. drive
4. bump That is quite a bump you have on your head. bump
5. when When will you come back? When
6. train I rode the train to the next town. train
7. closet I put the clothes in the closet. closet
8. chase We can play run and chase with the cats. chase
9. float I can float on the water with my new raft. float
10. beaches The sandy beaches are crowded in the summer beaches
11. preparing I am preparing for the big game. preparing
Scoring Directions:
Scoring Directions:
8-11 Benchmark
5--7 Strategic
0-4 Intensive
Spelling Screener for 3rd Grade

5. when When will you come back? When
10. beaches The sandy beaches are crowded in the summer. beaches
12. popping We are popping popcorn to eat at the movies. popping
Scoring Directions:
9-12 Benchmark
5-8 Strategic
0-4 Intensive
Spelling Screener for 4th Grade
Ask students to number their paper from 1-15. Call out the first word. Have the students repeat the
word. Read the sentence containing the word aloud. Have students write the word. Then go to the
next word and repeat the process for all of the words.

5. when When will you come back? when
13. cattle The cowboy rounded up the cattle. cattle
14. caught I caught the ball. caught
15. inspection The soldiers polished their shoes for inspection. inspection
Scoring Directions:
Scoring Directions:
11-15 Benchmark
7-10 Strategic
0-6 Intensive

5. when When will you come back? when
13. cattle The cowboy rounded up the cattle. cattle
14. caught I caught the ball. caught
15. inspection The soldiers polished their shoes for inspection. inspection
16. puncture I had a puncture in my bicycle tire. puncture
17. cellar I went down to the cellar for a can of paint. cellar
18. pleasure It was a pleasure to listen to the choir sing. pleasure
Scoring Directions:
Scoring Directions:
14-18 Benchmark
8-13 Strategic
0-7 Intensive
Ask students to number their paper from 1-20. Call out the first word. Have the students repeat the word. Read
the sentence containing the word aloud. Have students write the word. Then go to the next word and repeat
the process for all of the words.
1. confident I am confident that we can win the game.

2. civilize They had the idea that they could civilize the forest people.
3. flexible She was so flexible that she could cross her legs behind her head.
4. opposition the coach said the opposition would give us a tough game.
5. emphasize In conclusion, I want to emphasize the most important points.
6. confusion There was confusion when there was a power failure.
7. pleasure It was our pleasure to have you come over.
8. resident Mr. Squires has been a resident of this town for over forty years.
9. puncture Joan saw the puncture in her bicycle tire.
10. confidence I have confidence in Donna.
11. fortunate We were fortunate to have gotten back safely.
12. decorator The decorator helped me choose furniture for my living room.
13. opposition The coach said the opposition would give us a tough game.
14. prosperity During this period of prosperity, our income increased dramatically.
15. succession He fired several shots in rapid succession.
17. correspond President Obama must correspond with many people each day.
18. commotion The audience heard the commotion backstage
19. propellant The booster rocket is fueled by a liquid propellant.
20. hilarious John thought the comedian was absolutely hilarious.
Scoring Directions:
Scoring Directions:
15-20 Benchmark
9-14 Strategic
0-8 Intensive

9. prosperity During this period of prosperity, our income increased
dramatically.
16. criticize The boss will criticize you for you work.
17. indictment The attorney general made the indictment based on the grand
jury’s findings.
18. reversible Terry wears a reversible coat in the winter.
19. category I will put the bottles in one category and the cans in another.
20. adjourn The meeting will adjourn at five o’clock.
21. excerpt I am going to read one excerpt from this chapter.
22. camouflage The soldier wore camouflage to avoid detection.
Scoring Directions:
17-22 Benchmark
10-16 Strategic
0-9 Intensive

17. indictment The attorney general made the indictment based on the grand jury’s findings.
Scoring Directions:

17-22 Benchmark
10-16 Strategic
0-9 Intensive
Spelling Screener for 9th – 12th Grade

17. indictment The attorney general made the indictment based on the grand jury’s findings.
23. civilize They had the idea that they could civilize the forest people.
24. inspection The soldiers polished their shoes for inspection.
Scoring Directions:
18-24 Benchmark
12-17 Strategic
0-11 Intensive

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Dyslexia Screening Assessment

Students should be assessed on the following skills:

What assessment should I use for each skill?

Sight Word Efficiency

Phonemic Decoding Efficiency (Decoding Nonsense Words)

What assessment do I administer first?

What will be my next steps?

2. Administer the Core Phonics Survey beginning on page 45 in Assessing Reading

How do I score the assessments?

Student: Date of Birth: Grade:

Participants in Team Meeting:

Tool Skill Assessed High Risk Moderate Risk Low Risk

Word Their Written Spelling

Skill Assessed Frustration Reading Instructional Reading Independent Reading

Evidence-Based Dyslexia- Specific Intervention

Name of Intervention Level Schedule Group Size

Dyslexia –Specific S.P.I.R.E.

Assistive Technology: (Name/describe app, extension, or software needed)

Dyslexia-Specific Classroom Strategies (Tier 1 or Tier 2 supports)

Students should be assessed on the following skills:

What assessment should I use for each skill?

How do I score the assessments?

Student: Date of Birth: Grade:

Participants in Team Meeting:

Well- Below Below At or Above

DIBELS Letter Naming Fluency

DIBELS Letter Sound Fluency

DIBELS Phoneme Segmentation

Evidence-Based Dyslexia- Specific Intervention

Name of Intervention Level Schedule Group Size

Dyslexia –Specific S.P.I.R.E.

Assistive Technology: (Name/describe app, extension, or software needed)

Dyslexia-Specific Classroom Strategies (Tier 1 or Tier 2 supports)

1. sip I need a sip of water. sip

1. bed I hopped out of bed this morning. bed

1. bed I hopped out of bed this morning. bed

1. bed I hopped out of bed this morning. bed

1. bed I hopped out of bed this morning. bed

1. confident I am confident that we can win the game.

1. confusion There was confusion when there was a power failure.

1. confusion There was confusion when there was a power failure.

Number Correct Level

1. confusion There was confusion when there was a power failure.

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